Literatura no ensino médio: reflexões sobre bases teóricas e diretrizes curriculares.

Abstract

The present study, of an essentially theoretical nature, addresses the place and function of literature teaching in secondary schools. It presents, in this direction, an angle of the question in which some theoretical presuppositions are discussed, especially from the approaches that take the teaching of literature in a pragmatic perspective. It takes as its main basis the studies of Oliveira (2010), Cosson (2011), Martins (2006), Filpousky (2006), Zilberman (2009), among others, besides being based on the guidelines proposed by the Curriculum Guidelines for Secondary Education (BRASIL, 2006) The emphasis for the discussion presented here is justified by the need to establish a link between theoretical foundations that serve as a basis for the training and practice of the Portuguese Language teacher and, therefore, for the teacher of Literature in High School in a dialogue for what is proposed by the official documents that establish curricula bases to be developed in High School at the level of teaching presented here, and in keeping with this objective, we point out the points of approximation and distance between these positions to somehow, evidence data that contribute to the area's research.